Summary

The research has 169 pages of core text, including introduction, three chapters, conclusions and recommendations, annotation in Romanian, English and Russian, key-words, glossary of terms, bibliography (208 sources). The basic content of the thesis is presented in 15 scientific papers. There are also included 1 table and 6 images.

The research aim is represented by the analysis and epistemic positioning of curriculum paradigm evolution in post-modern society.

The research objectives: the retrospective analysis of the studies on the evolution of curriculum paradigm; the analysis and systematizing of the characteristics of the socio-cultural pattern displayed by the post-modern society and its determinations on curriculum; the realization of an epistemic pattern of classifying curriculum modernity and post-modernity; identification and analysis of the basic curricular patterns of post-modernity developed by outstanding authors.

The scientific novelty of the research is given by: the socio-cultural foundamentation of curriculum and its reflection on curriculum paradigm; foundamentation of the importance and epistemological values of the concepts and models launched by representative authors of post-modernism as the premises and foundation for the post-modern paradigm of curriculum.

Theoretical value of research consists in arguing the vision of the curricular theory founders as well as their roles in the process of curriculum paradigm constitution in post-modern society. It also resides in the realization of an epistemic model of classifying modernity and post-modernity of curriculum paradigm.

The applicative value of the research results from the objectives of the research displayed both at a theoretical and methodological level. We estimate that the landmarks and the theoretical and methodological constructs can offer important suggestions as regards the solving of some critical problems for the present national educational system: foundamentation of the local curriculum and its opening towards the non-formal and informal resources; the flexibility of the educational system structures, syllabuses and textbooks elaborated in the spirit of the curriculum paradigm; solving the relations between overall knowledge and the specialty one; elaboration of some unitary lines of education politics on a medium and long term.